Abstract:

With accelerating changes in information and communication technologies, it is essential for everyone to be equipped with digital media literacy skills. Digital media literacy can be defined as the ability to access, analyze, evaluate, create, and transmit digital media messages in a variety of formats. Although English knowledge and skills can facilitate English-major students to easily access most of the digital media information available, it is important for them to also be digital media literate. The purpose of the study is thus to propose an instructional model of context-based learning to develop English-major students’ digital media literacy skills. The context-based learning approach is adopted because we are aware of the dynamic needs of individuals in rapidly changing environments. The context-based learning approach will be able to promote awareness of students on the association of real-life issues and digital media literacy knowledge and skills.

The steps and procedures involved included:
(1) studying related literature on the context-based learning approach,
(2) constructing a draft instructional model,
(3) designing experimental learning activities,
(4) having the instructional model reviewed by five experts, and
(5) presenting the proposed instructional model of context-based learning to develop English-major students’ digital media literacy skills.

The results indicate that the instructional model includes the following five components and four steps.
Components:
1. Blended learning
2. Collaborative learning tools
3. Experimental learning activities
4. Teacher’s / learners’ roles
5. Evaluation

Steps:
1. Preparation
2. Knowledge building
3. experimental learning activities
4. Evaluation & reflection

Based on the formative evaluation results of the initial implementation, the proposed instructional model has been proved to be impactful.

Keywords:

Digital media literacy, instructional design, instructional model, university students.